Technology Reflection #2

Technology Reflection: Instructional Use of iPads

Description/Experience

            In last week’s seminar, I was introduced to a technology referred to as an iPad.  Apple has created essentially a flat computer that responds to touch and is child friendly.  Much like an iPod touch with a bigger screen, the iPad has access to the internet and thousands of applications that can enhance the learning process for students of all ages.

Application
Learning outcomes: Students will understand the definition of several vocabulary terms.

Learners: Fourth grade, science lesson

Assessment:  The lesson will have implicit instructions so that each student will know exactly what is expected of them.  In addition, I would distribute one iPad between small groups of students. I would use a flashcard application that allows the students to read first the vocabulary word, and then its definition.  After a certain amount of time elapsed that I feel gave the students ample opportunity, I would then assess their knowledge using the SMART board to be sure the learning outcomes were met. 

1. The teacher will give explicit instruction to the students.
2. Students will get into small groups and open the flashcard application.
3. After reviewing the words and discussing between their groups students will be asked to stop.
4. Students will use the information acquired to be assessed. 

5. The teacher will view students answer and evaluate whether the objective were met.
6. If these learning outcomes have not been achieved, the teacher will make a second attempt via iPad.

Reflection
Pedagogy-Content:

To ensure that my students were able to use iPads and interact successfully, I would choose applications that are developmentally appropriate and easy to operate.  I would also do a lecture while demonstrating the use of the iPad and by illustrating my expectations of each assignment thoroughly. 

Students in this age group (fourth grade) will have been introduced to several vocabulary terms. Usually, this type of lesson is not very interactive, however, the iPad allows the students to interact with the material in a hands on, cooperative way that was not possible before.  It also provides a concrete visual. 

Technology:

The major functions of this activity allow the teacher and students to learn and rehaearse new vocabulary terms in a new way.  It is an extension of classroom learning and permits students to work in cooperative groups while gaining independence using the technology.  The students can ask questions, and use it as a study tool. 

The iPad is a technology that is easy to use and is fun! Students will respond favorably due to its game like functioning and many can access it from other locations and implement their knowledge in other ways. 

Technology-Pedagogy:

The iPad can be used as an all around to introduce, follow up, and reinforce what the student have learned throughout a lesson.  It also gives the students to opportunity to look back on the material and gain a visual that I may have not been able to provide otherwise.  It will also serve as means of assessment. 

The technology allows  students to work together and share ideas, and thoughts, helping all team members succeed and understand. 

Because the students would be working more independently, I would need to monitor them.  In addition, it may also be useful to set instruction on what they are to do when they finish and monitor them while they are using the iPads.  

Technology-Content:

In my opinion, the iPad allows students to visually see, analyze, and discuss the terms that are assigned.  I feel that this lesson makes this activity much more interactive and fun.  For instance, each student could take a turn reading a work, citing the definition, and then putting it into their own words.  Without the technology, I believe that the students would act more disconnected and less focused.  Also, it would be harder to get together an activity in such short time that they would be as interested it. 

Technology-Pedagogy-Content:

The appropriate pedagogies to successfully integrate this technology require a teacher to set ground rules and ensure the students are aware of the proper meaning behind its use.  It is also imperative that implicit instruction is provided and teachers use content that is useful and on their students level.

This technology permits the students to work alone, yet with the help of their peers and their teacher.  It enhances the content by bringing it to life and allowing the students to access the material they need to work on in their own time.  It also frees time up in the classroom for the teacher to give further instruction to those who need it. 

After implementing this technology, it would be important to reflect on if it is positively effecting the students and if it is enhancing the learning process.  The teaching strategies should be created keeping the students’ learning in mind.  If they are staying on task and know what is expected of them, then the technology is only benefiting them.  If however they were not complying with directions and had trouble with the material, new teaching strategies would need to be thought of.